Content and English Language Integrated Learning: The use of Moodle in Aircraft Maintenance Training Programs

The aim of this work is to develop a prototype of an e-learning environment that can foster Content and Language Integrated Learning (CLIL) for students enrolled in an aircraft maintenance training program, which allows them to obtain a license valid in all EU member states. Background research is conducted to retrace the evolution of the field of educational technology, analyzing different learning theories ��� behaviorism, cognitivism, and (socio-)constructivism ��� and reflecting on how technology and its use in educational contexts has changed over time. Particular attention is given to technologies that have been used and proved effective in Computer Assisted Language Learning (CALL). Based on the background research and on students��� learning objectives, i.e. learning highly specialized contents and aeronautical technical English, a bilingual approach is chosen, three main tools are identified ��� a hypertextbook, an exercise creation activity, and a discussion forum ��� and the learning management system Moodle is chosen as delivery medium. The hypertextbook is based on the technical textbook written in English students already use. In order to foster text comprehension, the hypertextbook is enriched by hyperlinks and tooltips. Hyperlinks redirect students to webpages containing additional information both in English and in Italian, while tooltips show Italian equivalents of English technical terms. The exercise creation activity and the discussion forum foster interaction and collaboration among students, according to socio-constructivist principles. In the exercise creation activity, students collaboratively create a workbook, which allow them to deeply analyze and master the contents of the hypertextbook and at the same time create a learning tool that can help them, as well as future students, to enhance learning. In the discussion forum students can discuss their individual issues, content-related, English-related or e-learning environment-related, helping one other and offering instructors suggestions on how to improve both the hypertextbook and the workbook based on their needs.

The impact of new technologies on distance learning students

This is a European Commission Leonardo da Vinci Reference Material project on the impact of new technology on distance learning students. It is known that all the Ministries of Education of the 27 European Union countries pay millions of Euros annually in the provision of educational technology for their schools, colleges and universities. A review of the literature of the impact of technology, however, showed that the research in this field was unacceptably fragile. What research there was focused on the impact of technology on children in American schools. The project set out, therefore, to measure the impact of technology on adult education, lifelong learning and distance education, with a particular focus on adult distance learning.

The use of learning management systems: A Longitudinal Case Study

In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Bor��s, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.

Barriers to a wider Implementation of LMS in Higher Education: a Swedish case study, 2006-2011

This article investigates barriers to a wider utilization of a Learning Management System (LMS). The study aims to identify the reasons why some tools in the LMS are rarely used, in spite of assertions that the learning experience and students��� performance can be improved by interaction and collaboration, facilitated by the LMS. Lecturers��� perceptions about the use of LMSs over the last four years at the School of Engineering, University of Bor��s were investigated. Seventeen lecturers who were interviewed in 2006 were interviewed again in 2011. The lecturers��� still use the LMS primarily for distribution of documents and course administration. The results indicate that their attitudes have not changed significantly. The apparent reluctance to utilize interactive features in the LMS is analyzed, by looking at the expected impact on the lecturers��� work situation. The author argues that the main barrier to a wider utilization of LMS is the lecturers��� fear of additional demands on their time. Hence, if educational institutions want a wider utilization of LMS, some kind of incentives for lecturers are needed, in addition to support and training.

(Lifelong) learning in your pocket?

Der Beitrag fokussiert die Entwicklung, den Einsatz und die Nutzung von innovativen Technologien zur Unterst��tzung von Bildungsszenarien in Schule, Hochschule und Weiterbildung. Ausgehend von den verschiedenen Phasen des Corporate Learning, Social Learning, Mobile Learning und Intelligent Learning wird in einem ersten Abschnitt das Nutzungsverhalten von Technologien durch Kinder, Jugendliche und (junge) Erwachsene in Schule, Studium und Lehre betrachtet. Es folgt die Darstellung technologischer Entwicklungen auf Basis des Technology Life Cycle und die Konsequenzen von unterschiedlichen Entwicklungszust��nden und Reifegraden von Technologien wie Content Learning Management, sozialen Netzwerken, mobilen Endger��ten, multidimensionalen und -modalen R��umen bis hin zu Anwendungen augmentierter Realit��t und des Internets der Dinge, Dienste und Daten f��r den Einsatz und die Nutzung in Bildungsszenarien. Nach der Darstellung von Anforderungen an digitale Technologien hinsichtlich Inhalte, Didaktik und Methodik wie etwa hinsichtlich der Erstellung von Inhalten, deren Wiederverwendung, Digitalisierung und Auffindbarkeit sowie Standards werden methodische Hinweise zur Nutzung digitaler Technologien zur Interaktion von Lernenden, von Lehrenden, sozialer Interaktion, kollaborativem Autorieren, Kommentierung, Evaluation und Begutachtung gegeben. Abschlie��end werden - differenziert f��r Schule und Hochschule - Erkenntnisse zu Rahmenbedingungen, Einflussgr����en, hemmenden und f��rdernden Faktoren sowie Herausf��rderungen bei der Einf��hrung und nachhaltigen Implementation digitaler Technologien im schulischen Unterricht, in Lehre, Studium und Weiterbildung im ��berblick zusammengefasst.

Moodle & Co. auf dem Weg zur Personal Learning Environment

Ausgehend von der typischen IT���Infrastruktur f��r E���Learning an Hochschulen auf der einen Seite sowie vom bisherigen Stand der Forschung zu Personal Learning Environments (PLEs) auf der anderen Seite zeigt dieser Beitrag auf, wie bestehende Werkzeuge bzw. Dienste zusammengef��hrt und f��r die Anforderungen der modernen, rechnergest��tzten Pr��senzlehre aufbereitet werden k��nnen. F��r diesen interdisziplin��ren Entwicklungsprozess bieten sowohl klassische Softwareentwicklungsverfahren als auch bestehende PLE���Modelle wenig Hilfestellung an. Der Beitrag beschreibt die in einem campusweiten Projekt an der Universit��t Potsdam verfolgten Ans��tze und die damit erzielten Ergebnisse. Daf��r werden zun��chst typische Lehr���/Lern���bzw. Kommunikations���Szenarien identifiziert, aus denen Anforderungen an eine unterst��tzende Plattform abgeleitet werden. Dies f��hrt zu einer umfassenden Sammlung zu ber��cksichtigender Dienste und deren Funktionen, die gem���� den Spezifika ihrer Nutzung in ein Gesamtsystem zu integrieren sind. Auf dieser Basis werden grunds��tzliche Integrationsans��tze und technische Details dieses Mash���Ups in einer Gesamtschau aller relevanten Dienste betrachtet und in eine integrierende Systemarchitektur ��berf��hrt. Deren konkrete Realisierung mit Hilfe der Portal���Technologie Liferay wird dargestellt, wobei die eingangs definierten Szenarien aufgegriffen und exemplarisch vorgestellt werden. Erg��nzende Anpassungen im Sinne einer personalisierbaren bzw. adaptiven Lern���(und Arbeits���)Umgebung werden ebenfalls unterst��tzt und kurz aufgezeigt.

Digital Systems for Open Access to Formal and Informal Learning

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations ���learn��� and the way to ���assess learning��� in 21st Century. These transformations influence: Objectives - moving from acquiring new ���knowledge��� to developing new and relevant ���competences���; Methods ��� moving from ���classroom��� based teaching to ���context-aware��� personalized learning; and Assessment ��� moving from ���life-long��� degrees and certifications to ���on-demand��� and ���in-context��� accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers��� and Schools��� ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.

Learn-Achieve-Succeed: New technologies for enhancing student performance

Tegrity Campus 2.0 is the first student achievement system that impacts learning across the entire institution, improving retention and student satisfaction. Tegrity makes class time available all the time by automatically capturing, storing and indexing every class on campus for replay by every student. With Tegrity, students quickly recall key moments or replay entire classes online, with digital notes, on their iPods and cell phones. [See PDF for complete abstract]

Podcasting and the use of portable music/video players at the School of Nursing

Introduction As students become more connected with the internet and other current technologies, the school of nursing has continued to investigate more innovative, meaningful, and effective uses of technology. One particular technology whose use has increased is the portable music/video player. Like the cell phone, mp3 players and iPods have become a standard accessory for students. To capitalize on this popular technology the School has started several pilot projects involving podcasting under graduate and graduate nursing classes and has also been involved in one research project using video iPods. [See PDF for complete abstract]

The Use of Podcasts in Education

Background: The use of podcasts has emerged as an important tool for use in education. This is especially relevant in nursing schools with the shortage of nursing faculty. The use of podcasts allows the instructor to provide lectures and other course content to students. [See PDF for complete abstract]

Streaming Video: Student Performance and Relative Use in the Preclinical Curriculum

Purpose: To assess the relationship between student utilization of learning resources, including streaming video (SV), and their performance in the pre-clinical curriculum. [See PDF for complete abstract]

The Role for Virtual Patients in the Future of Medical Education

The medical education community is working-across disciplines and across the continuum-to address the current challenges facing the medical education system and to implement strategies to improve educational outcomes. Educational technology offers the promise of addressing these important challenges in ways not previously possible. The authors propose a role for virtual patients (VPs), which they define as multimedia, screen-based interactive patient scenarios. They believe VPs offer capabilities and benefits particularly well suited to addressing the challenges facing medical education. Well-designed, interactive VP-based learning activities can promote the deep learning that is needed to handle the rapid growth in medical knowledge. Clinically oriented learning from VPs can capture intrinsic motivation and promote mastery learning. VPs can also enhance trainees' application of foundational knowledge to promote the development of clinical reasoning, the foundation of medical practice. Although not the entire solution, VPs can support competency-based education. The data created by the use of VPs can serve as the basis for multi-institutional research that will enable the medical education community both to better understand the effectiveness of educational interventions and to measure progress toward an improved system of medical education.

Empowering Teachers as Leaders: A Hard Sell

Despite emphasis on preparing teachers as leaders, teacher educators realize that the transition of classroom practitioners into school leaders is fraught with many obstacles. This session addresses some of these obstacles, describes strategies and opportunities that we have used in our graduate master���s degree programs for teachers that support professionals as they make this change. The session will present evidence on the results of our efforts in terms of teachers��� performances within their programs and in the field after they graduate.

Desarrollos y tejidos actuales en el campo de la tecnolog��a educativa : Caleidoscopio en movimiento

El art��culo propone algunas construcciones anal��ticas que articulan perspectivas actuales y que ofrecen pistas para repensar la ense��anza y el aprendizaje cuando hay mediaci��n tecnol��gica. A partir de un breve recorrido por el campo de la Tecnolog��a Educativa desde sus or��genes a la actualidad, se centra en tres "tejidos" (en tanto articuladores de ideas). El primero da cuenta de una perspectiva cognitiva y refiere a la mente participativa como constructo que ofrece un prisma para comprender la cognici��n en tiempos de redes sociales; el segundo, centrado en la ense��anza recupera la idea de la reconstrucci��n del aprendizaje experiencial; el ��ltimo aborda la tendencia en las formas de producci��n. Estas tres tendencias conforman un "caleidoscopio" que ofrece una desmitificaci��n de la relaci��n entre tecnolog��a e innovaci��n y entre tecnolog��a y motivaci��n y una perspectiva m��s compleja para generar cambio educativo.

Desarrollos y tejidos actuales en el campo de la tecnolog��a educativa : Caleidoscopio en movimiento

El art��culo propone algunas construcciones anal��ticas que articulan perspectivas actuales y que ofrecen pistas para repensar la ense��anza y el aprendizaje cuando hay mediaci��n tecnol��gica. A partir de un breve recorrido por el campo de la Tecnolog��a Educativa desde sus or��genes a la actualidad, se centra en tres "tejidos" (en tanto articuladores de ideas). El primero da cuenta de una perspectiva cognitiva y refiere a la mente participativa como constructo que ofrece un prisma para comprender la cognici��n en tiempos de redes sociales; el segundo, centrado en la ense��anza recupera la idea de la reconstrucci��n del aprendizaje experiencial; el ��ltimo aborda la tendencia en las formas de producci��n. Estas tres tendencias conforman un "caleidoscopio" que ofrece una desmitificaci��n de la relaci��n entre tecnolog��a e innovaci��n y entre tecnolog��a y motivaci��n y una perspectiva m��s compleja para generar cambio educativo.